Task-based Learning in Biochemistry Practical to Assess the Students’ Learning Outcomes among MBBS Students: A Pre- and post-test Study

Abstract Background: Task-based learning is a teaching-learning method that enhances the acquisition of knowledge and skills in medical education. This study aims to assess the learning gain in Phase I MBBS students after implementing task-based learning for biochemistry practicals. Materials and Methods: The study was executed after obtaining approval from the Institutional Ethics Committee. A total of 112 students underwent task-based learning for the Biochemistry Demonstration-Observation-Assistance-Performance session on “Selection of appropriate blood collection tubes” and “Biomedical waste management.” Pre- and post-tests were conducted, scores were compiled, and the learning gain was calculated. Results: The post-test 1 scores (9.26 ± 1.01) and post-test 2 scores (9.7 ± 0.613) were significantly greater than the pre-test scores (6.35 ± 1.84) with a P < 0.001 at 95% CI. 76.78% of students showed high learning gain in post-test 1 and 91.07% in post-test 2, 21.42% showed moderate learning gain in post-test 1 and 5.35% in post-test 2, and 1.78% of students showed low learning gain in post-test 1 and 3.57% in post-test 2, following large group teaching and task-based learning. Conclusion: The task-based teaching learning in Biochemistry Demonstration-Observation-Assistance-Performance enhances learning gain and outcomes. Task-based learning must be incorporated to improve the learning outcomes in undergraduate medical education.